A/68/290 (c) States and other stakeholders should develop effective strategies to eliminate negative stereotypes, including gender-related stereotypes as well as stereotypical depictions of persons based on their religion or belief. This requires a holistic human rights approach in order to avoid measures employed to combat stereotypes in one area inadvertently producing or reinforcing negative stereotypes in another area; (d) Policies designed to empower individuals exposed to gender-related discrimination cannot claim credibility unless they pay careful attention to the self-understandings, interests and assessments voiced by the concerned persons themselves, including women from religious minorities. This principle should always be observed, in particular before setting legislative or jurisdictional limits to a right to freedom, for example the right to wear religious garments; (e) Legislative or jurisdictional restrictions on freedom of religion or belief deemed necessary for eradicating harmful practices and for promoting equality between men and women must be undertaken with the appropriate degree of empirical and normative diligence and must meet all criteria laid down in article 18, paragraph 3, of the International Covenant on Civil and Political Rights; (f) States and other stakeholders should reinforce educational efforts in order to promote respect for diversity, including diversity in the areas of gender and religion or belief. In the process of designing and implementing educational programmes, concerned persons should be consulted and should have a chance to take an active role; (g) Educational programmes to promote respect for diversity should become part of the regular school curriculum. In this regard, special attention should be given to the possible vulnerability of students, in particular children from religious minorities. In addition, the liberty of parents and legal guardians to educate a child in conformity with their own moral or religious convictions must be respected, while they also have to provide appropriate direction and guidance in a manner consistent with the evolving capacities of the child; (h) Outreach programmes towards certain religious communities and the employment of mediators can help to build trust between the school and religious communities, which may be important for dispelling misunderstandings and prevent conflicts around issues of gender equality and ethical norms based on religious or other convictions. Fears expressed by students or parents, even if seemingly based on misunderstandings, should be taken seriously and deserve respectful responses; (i) States should identify and close human rights protection gaps in personal status laws, including denominational family laws, which disproportionately affect women from religious or belief minorities. The purpose must be to create family law systems that fully respect equality between men and women while at the same time do justice to the broad reality of religious or belief diversity, including persuasions that go beyond the realm of traditionally recognized religions; (j) States should provide an open framework in which existing and emerging religious pluralism can unfold freely and without discrimination. Ensuring free expression of pluralism may also improve the opportunities for 13-42191 21/22